This study investigated gender differences in beginning high school English teachers' views of mentors' roles and positive mentor-mentee interactions. Using phenomenological analysis, the researcher interviewed male and female beginning teachers in public and private schools. Respondents identified good and bad mentors. Their significant statements were organized into clusters of common themes, and from these clusters, exhaustive descriptions of the phenomenon were produced. Male teachers used direct metaphors to explain their expectations of what mentors should be, while female teachers' metaphors were implied rather than explicit. Though males' and females' comments reflected similarities in their expectations of mentors and mentor-mentee relationships, some gender differences emerged. Both groups believed mentors should be emotionally available and experienced teachers. Males felt mentors should be friends and confidantes and enjoy mentoring. Females felt mentors should coach or give advice. Males' metaphors revealed a mentor-mentee relationship that was similar to the relationship between therapists and clients or parents and children. Females perceived the relationship as similar to the practical relationship between a coach and athlete or advisor and advisee. Three appendixes include: tables of significant statements; tables of clusters of common themes; and tables of textual, structural, and exhaustive descriptions. (Contains 12 references.) (SM)